Computer-based multimedia applications, because of their flexible and varied presentation capabilities, are considered an effective alternative to traditional training methods. Today in many educational and training settings interactive computer programs are used to teach young students and adults computer literacy skills. However, as indicated in the study by Merchant, Kreie and Cronan (2001), little research has been found in the literature investigating the effectiveness of computer-based computer literacy teaching programs. The purpose of this study is to compare the learning performance and attitudes of students who attended a web-based in-class computer literacy lessons with the learning performance and attitudes of those who participated in classical, lecture-based in-class computer literacy course. Participants of this study will be 4 classes of approximately 200 (120 females and 80 males) sophomore students (between 19 and 21 years old), majoring in social science education and elementary education, enrolled in four sections of a computer literacy course at a university in mid-west Turkey. The computer literacy course, regardless of the instructional mode, will cover ECDL curriculum (European Computer Drivers' License). The ECDL includes seven major computer skills, which are concepts of information technology, using the computer and managing files, word processing, spreadsheets, database, presentation, and information and communication. In this study, the Computer Attitude Scale (CAS) (Loyd & Loyd, 1985) was used to measure changes in teacher attitudes toward computers manifested after the intervention. Keller's (1995) Course Interest Survey (CIS) was used to measure student motivation towards computer-supported and non-computer-supported lessons. Using a random sampling method, one class of social science education students and one class of elementary education students will be randomly assigned to experimental group, and the other two classes will be assigned to control group. All 200 students will complete the Student Consent Form and the CAS in the first class period as the pre-survey. Both classical instruction students and web-based instruction students will attend the computer literacy course five times a week for 14 weeks in a computer lab on campus. After students complete the course, they will complete the Student Consent Form, the CAS and the CIS as the post survey. Then, they will take a standard ECDL exam as their computer literacy course performance indicator.